Six,Steps,Get,Any,Student,Task education Six Steps to Get Any Student on Task
Translation jobs are undertaken by professional translators who are well versed with at least two languages.Translation can work at two levels: inter-state or regional language translation and inter-national or foreign language translation. Some forms of parent involvement with the school such as communications with school, volunteering, attending school events and parent--parent connections appeared to have little effect on student achievement, especially in high school. Helpi
Normal 0 false false false EN-CA JA X-NONE /* Style Definitions */table.MsoNormalTable{mso-style-name:"Table Normal";mso-tstyle-rowband-size:0;mso-tstyle-colband-size:0;mso-style-noshow:yes;mso-style-priority:99;mso-style-parent:"";mso-padding-alt:0cm 5.4pt 0cm 5.4pt;mso-para-margin:0cm;mso-para-margin-bottom:.0001pt;mso-pagination:widow-orphan;font-size:10.0pt;font-family:"Times New Roman";mso-ansi-language:EN-CA;}When dealing withdisruptions of any kind from your students, it is important that your responseto the disruption is less intrusive for the rest of the class than the initialdisruption. It doesnt make much sense to react to a minor infraction with allguns blazing and create more of a disturbance than the student did in the firstplace. Therefore, Ive assembled 6 steps for getting any student on task thatwill ensure problems are addressed before they escalate into large scaleproblems for the entire class. 1. Whendealing with disruptions, it is always good to start small, and then work yourway up if needed. So that is why stepone for dealing with minor disruptions is to simply ignore it. Mostattention-seeking behaviour requires an audience, so if you refuse to give thestudent one, they will tend to cease and desist.2. Ifstep one fails, you can move to step two which is using non-verbal cues. Using non-verbal cues allows you to deal with theproblem child without disrupting the flow of your lesson. By raising your handor raising your finger to your lips you are addressing the child while notinterrupting your entire lesson and losing momentum. However, if this does notwork, you will need to move onto step three.3. Moving around the class to stand next tothe problem student is a way to make your presence felt. Make it a seamless transition bycontinuing to teach while you move next to the problem area. It is much harderto act out right next to the teacher. It is amazing how simple yet effectivethis step is without even having to open your mouth. 4. Ifnone of these steps have proved successful, its time to move onto verbal cues by offering support. Offering support to thestudent gives you more of a chance that the student will respond to it, ratherthan simply telling them to get back on task. By asking them a question andoffering to help, you show the student that you care and also let them knowthat they are not doing what they are supposed to be doing without actuallycriticizing them for it.5. Ifstep four doesnt work, then providethem with a couple of options, which will require them to do the work, but willgive them a choice. Providing them with choices also gives them somecontrol over their situation. For instance, you can give them an option ofwhere they can complete their work (at home or here, or at their desk or at thefront of the room with you at your desk), or when they can complete their work(during recess or now).6. Finally,be prepared to give positive praise toother students who are on task and to the problem student as soon as they actappropriately. This can create a ripple effect, as most students simplywant attention. It is much better to provide your students with positiveattention than negative attention, so it will take much attention on your partto catch them being good. Especially if the praise is specific and sincere,other students will want to receive praise as well, making the whole class wantto behave.
Six,Steps,Get,Any,Student,Task